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**Name: Junnifer Ngo
**

Complete by January 03

Turn in procedure: Link this to your DP and send me the link

**Part 1: Problem Summary
**

Learning Statement

Tell the story of the problem you chose and how you made sense of it. Describe the mathematical

concepts that you explored throughout this problem.

● How did you attempt to solve it?

● What did you find intriguing about the problem?

● What did you grapple with?

● What habits of a mathematician did you use and why?

Beautiful Sketches and Example

Amazing Narratives

This problem deemed to be more difficult than

it first appeared, like many of Lockhart’s

questions. In this problem, In this problem,

Lockhart shows a cube with a sphere inside.

He asks if the sphere makes up half of the cube

or more? I’ve been asked this before and the

answer seemed to obviously be yes if the

sphere touched each end of the cube, however,

I never knew how to explain it

mathematically. Through some bantering

with friends and trying out a few different

methods, I was able to figure out how to prove

the sphere was indeed larger than half the

cube.

First, I struggled with myself for a bit. I knew

it had to do with something with volume

thanks to the familiar shapes and

understanding that I wanted to find if the

sphere’s volume was larger or equal to that of

the cube. I split them up and wrote down the

equations of each shape. Then I felt lost again.

I didn’t really know where to go from there.

Thankfully, I had another peer working on this

problem with me and we realized that if the

sphere was touching the faces of the cube, the

diameter would be the same as the length of

cube. Using that, I found a temporary

**substitute for the radius.
**

After than, I went on to expanding (L2 )3 in order

to get rid of the denominator. I was able to

π × L 3 and using this, I divided it by L 3 to get

6

the percentage of the cube that the sphere

3

took up. π×L

The L 3 cancel out leaving π6

6×L 3

which is 0.52359877559 or 52%. So YES the

sphere takes up at least half of the cube.

In the end, I used collaboration the most. It

always seems that I know where to start but

then get lost of what to do. My peers are great

in order to push me to look in another

direction and see what I can try next. I also

really appreciate them being there to explain

what I can’t understand. However, I also made

sure to simplify the problem. I noticed that

when I don’t remember to simplify my

problems, I end up making my life a lot more

complicated, getting large numbers that start

to confuse me. So I made sure to use that skill

when I got lost and it helped a lot.

Beautiful Sketches and Example

Amazing Narratives

Why is the product of two even numbers

always divisible by four?

● How did you attempt to solve it?

○ At first I tried to use algebra,

coming up with nothing really. I

tried to write an equation but

the variables never really made

sense so I quickly scrapped that.

I resorted to drawing out my

division like I had been forced to

in elementary. I figured that if

this was about the basics of

divisions, it be best of use the

basic method of divisions:

●

●

●

**drawing groups. Using 6 × 2 , I
**

drew out six groups of two

clouds. As I looked at the

diagram, I realized that when

multiplying even numbers, you

can always split the groups into

pairs. It’s part of the reason that

makes them even numbers. No

matter how many pairs there

are, it will be divisible by four, as

it is the smallest even number,

excluding two as it can only be

produced by multiplying two

and one, an odd number.

What did you find intriguing about the

problem?

○ Like the previous problem, I’ve

encountered this question

before with no answer. Noticing

this problem, I wanted to try to

understand the proof behind

this. It might be because I felt

that I understood simple

division but when being

confronted of a deeper answer, I

fall short, but I always find

myself more invested in

seemingly simple questions

than complex math problems.

What did you grapple with?

○ I didn’t have as much difficulty

on this problem as the others,

however, I did need to go back

to drawing out the problem and

looking for patterns. I’m glad I

was able to find the pattern so

quickly and I hope to continue

improving that.

What habits of a mathematician did

you use and why?

○ Although I did not need to

collaborate on this problem, I

did need to seek patterns and

start small. Even in elementary,

**I never drew out my math work
**

like the other kids because I had

been taught prior to be efficient

by using just numbers and

mentally figuring out my

problems. Remembering that

the basics can hold the biggest

clues was a fun thing to test.

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